Basic translation terös (equivalence, translation strategy, text types etc.); translation practice on informative texts, news articles, technical texts and social sciences texts.
Vertical Tabs
Course Learning Outcomes
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Learning Outcomes |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
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1) A student completing this course gains awareness about translation as a process and product. |
1,2,7,9 |
1,2,4,5 |
1,4 |
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2) Learns the distinctive features of main text types. |
1,5,9,10 |
1,2,4,5 |
1,2,4 |
|
3) Learns basic Translation Studies terminology. |
1,2,10 |
1,5 |
1,2,4 |
|
4) Gains an understanding of the decision-making process involved in translation |
1,2,9,10 |
1,3,4,6 |
1,3,4 |
|
5) Acquires basic understanding and skills related to translation method. |
3,5,9,10 |
1,3,4,5,6 |
1,3,4 |
|
6) Has had the opportunity to practice on main text types. |
3,5,7,9,10 |
2,3,4,6 |
3,4 |
|
7) Familiarizes themselves with approaches to translation in the 20. century. |
1,2,6 |
1,2,5 |
1,2,4 |
Course Flow
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Week |
Topics |
Study Materials |
|
1 |
BASIC TRANSLATION TERMINOLOGY / TEXTUAL ANALYSIS |
Sample texts of different types |
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2 |
TRANSLATION AS PROCESS / TEXTUAL ANALYSIS |
Tahir Gürçağlar, Şehnaz (2011) “Uygulamalı Bir Alan Olarak Çeviri” In Çevirinin ABC’si, Istanbul: Say, pp. 27-41. |
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3 |
TRANSLATION STUDIES AS A DISCIPLINE / TRANSLATION OF BASIC INFORMATIVE TEXTS |
Munday, Jeremy (2008) “Chapter 1: Main Issues of Translation Studies” In Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge, pp. 4-13. |
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4 |
THE RELATIONSHIP BETWEEN WORD AND MEANING / TRANSLATION OF BASIC INFORMATIVE TEXTS |
Baker, Mona (1992) “Chapter 2: Equivalence at Word Level” In In Other Words: A Coursebook on Translation, London: Routledge, pp. 10-17. |
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5 |
COLLOCATION, REGISTER / TRANSLATION OF NEWS ARTICLE |
Baker, Mona (1992) “Chapter 3: Equivalence above Word Level” In In Other Words: A Coursebook on Translation, London: Routledge, pp. 46-57. |
|
6 |
DISCUSSION ON MIDTERM QUESTIONS |
Midterm questions |
|
7 |
IDIOMS, FIXED EXPRESSIONS / TRANSLATION OF NEWS ARTICLE |
Baker, Mona (1992) “Chapter 3: Equivalence above Word Level” In In Other Words: A Coursebook on Translation, London: Routledge, pp. 63-71. |
|
8 |
JAKOBSON, NIDA / TRANSLATION OF MAGAZINE ARTICLE |
Munday, Jeremy (2008) “Chapter 3: Equivalence and Equivalent Effect” In Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge, pp. 37-44.
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|
9 |
VINAY AND DARBELNET, CATFORD / TRANSLATION OF TECHNICAL TEXTS |
Munday, Jeremy (2008) “Chapter 4: Studying Translation Product and Process” In Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge, pp. 56-61. |
|
10 |
OVERVIEW OF THE LINGUISTIC AND FUNCTIONAL APPROACHES TO TRANSLATION / TRANSLATION OF TECHNICAL TEXTS |
Contrastive analysis of the Linguistic and Functional approaches |
|
11 |
REISS / TRANSLATION OF TECHNICAL TEXTS |
Munday, Jeremy (2008) “Chapter 5: Functional Theories of Translation” in Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge, pp. 72-75. |
|
12 |
THE USE OF PARALLEL TEXTS / TRANSLATION OF NATURAL SCIENCES TEXTS |
The use of parallel texts in translation |
|
13 |
VERMEER, NORD / TRANSLATION OF SOCIAL SCIENCES TEXTS |
Munday, Jeremy (2008) “Chapter 5: Functional Theories of Translation” in Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge, pp. 79-87. |
|
14 |
REVISION / TRANSLATION OF SOCIAL SCIENCES TEXTS |
A revision of the theory topics |
|
15 |
FINAL |
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Recommended Sources
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Textbook |
Munday, Jeremy (2008) Introducing Translation Studies: Theories and Applications, (2nd edition) Abingdon, New York: Routledge. |
|
Additional Resources |
Tahir Gürçağlar, Şehnaz (2011) Çevirinin ABC’si, Istanbul: Say. Baker, Mona (1992) In Other Words: A Coursebook on Translation, London: Routledge. |
Material Sharing
|
Documents |
HSBC ad, Eugene Nida’s obituary, IKEA product information, “kedi” and “kedigil” entries from the Ana Britannica encyclopedia, text on Colgate corporate social responsibility project, Science Daily news article, NTVMSNBC news article |
|
Assignments |
Weekly assignments of one to one-and-a-half page translation on one type of text |
|
Exams |
10 quizzes, one midterm, one final |
Assessment
|
IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
|
Midterms |
1 |
30 |
|
Quizzes |
10 |
10 |
|
Attandance and Participation |
- |
10 |
|
Assignments |
10 |
10 |
|
Total |
|
100 |
|
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
|
40 |
|
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
|
Total |
|
100 |
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COURSE CATEGORY |
Expertise/Field Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
||||
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1 |
2 |
3 |
4 |
5 |
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1 |
Being able to use advanced, fieldspecific theoretical and practical knowledge acquired. |
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|
|
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X |
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2 |
Analyzing, interpreting,and assessing fieldspecific concepts, ideas, and data through scientific methods. |
|
|
|
X |
|
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3 |
Being able to understand and use grammatical, lexical, semantic and culturespecific structures of the source and target languages. |
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|
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X |
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4 |
Being able to use current translation technologies to do research and to reach resources. |
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X |
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5 |
Defining and explaining structures, social and cultural functions of various kinds of texts in source and target languages. |
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|
X |
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6 |
Being able to improve theoretical knowledge and skills in other fields of humanities and social sciences, and to translate the texts in the above mentioned fields. |
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|
|
X |
|
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7 |
Being able to use knowledge and skills with regard to the social role of translator in professional life. |
|
|
X |
|
|
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8 |
Being able to use a second foreign language at an advanced level, and a third foreign language at an intermediate level. |
X |
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9 |
Describing stages, strategies, and problems of translation process, and finding solutions to such problems. |
|
|
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X |
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10 |
Making decisions, criticizing, and displaying creativity in translation process. |
|
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|
|
X |
|
11 |
Obtaining a positive attitude for lifelong learning strategies |
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|
X |
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ECTS
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Activities |
Quantity |
Duration |
Total |
|
Course Duration (Including the exam week: 16x Total course hours) |
16 |
3 |
48 |
|
Hours for off-the-classroom study (Pre-study, practice) |
16 |
4 |
48 |
|
Midterm |
1 |
10 |
5 |
|
Quizzes |
10 |
1 |
15 |
|
Assignments |
15 |
1 |
10 |
|
Final |
1 |
15 |
10 |
|
Total Work Load |
|
|
136 |
|
Total Work Load / 25 (h) |
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|
5.44 |
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ECTS Credit of the Course |
|
|
5 |